UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Potter Lesson #2:Facet: Interpretation
Grade Level: FreshmenNumbers of Days: 3
Topic: Creating equations in one variable, and inequalities, and use them to solve problems.
PART I:
Objectives
Student will understand that
Students will understand that using PMDAS (Parentheses, multiplication, division, addition, and subtraction) and other order of operations skills are essential to solving problems.
Student will know
Students will know Identities, and Solution.
Student will be able to do
Students will be able to critique their order of operations, to eliminate common mistakes.
Product: Quizlet
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Rationale:
Student will meet this standard by applying real world applications. With these applications they will create equations and inequalities, and solve them.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will participate in Triangular Prism (Red, Yellow, Green). The teacher will ask questions, and the students will give feedback by displaying the color that corresponds to their level of understanding.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Quizlet to create a quiz using linear and quadratic equations with the order of operations, identities, and solution. Student will spend class time with a partner creating their quizzes. They should be prepared to present their quizzes next class. The teacher will roam the classroom providing answers to questions and helping students with their Quizlets. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist.
Summative (Assessment of Learning):
Quizlet: Students will be learning the about identity properties and solutions. With this students will be taking notes and brainstorming questions that they believe are more important than other information. A Quizlet is an online quiz that you can create. In groups of two, or three students will create a Quizlet, They will use this technology to ask questions that relate to identities, and solutions. They will have a few required questions given to them, and will also be required to come up with ten of their own. Eventually, each group will take each quiz created by each group. This will allow for extra practice. Note: You will only be graded on your Quizlet creation. This will help students to better understand the concepts because they will have to think of compelling questions that will use the information they have learned. (40 points)
Integration
Technology:
Quizlet will be used as the technology in this lesson. Quizlet is an online memorization tool meant for content practice and studying. In this case students will be working in groups of two or three (depending on numbers) to create a Quizlet on properties, solutions, and the order of operations.
Content Areas:
English: Students will use English to create their Quizlet. They will have to incorporate certain math vocabulary, and may have to use a dictionary to find definitions.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will know properties, PMDAS, and solutions. Students will use Partners (Cooperative learning activity) and Venn diagram (Graphic organizer) to start organizing thoughts they have for their Quizlet.
Section II – Groups and Roles for Product
Student will use Partners (Cooperative learning activity) and Venn diagram (Graphic organizer) to start organizing thoughts they have for their Quizlet. Their Quizlet must include the use of properties, order of operations, and solutions. Students will be put into random groups by an online group generator. Their names will all be put into the generator, and the process will start. Each name picked will be written on the board until all students are paired. Note: there may be a group of three depending on numbers.
Differentiated Instruction
MI Strategies
Verbal:Students will verbally collaborate with their teams to come up with questions that apply to identities and solutions, so they can use them on the Quizlet they have to create.
Logic: Students will be forced to think of clear, descriptive questions that have a clear and concise answer. The questions they come up with can come from a mixture of topics that involve solutions, or identities.
Visual: Students will create a visual quiz on Quizlet; here they will make flashcards on Identities, and Solutions. The front side will contain the questions and the backside the answer.
Kinthestic: Students will one by one physically categorize flashcard the teacher made. They will work one on one with the teacher. First they will answer the question, and secondly they will create a pile for solutions, and a separate pile for identities.
Intrapersonal: Students will individually take the other four quizzes that the other groups made. This will serve as extra practice on solutions, and identities.
Interpersonal: Students will use a Venn diagram and Partners to brainstorm questions on identities, and solutions that they will compare to another group of partners. Two groups will join together into a group of four, and finalize there set of questions together.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Student who are absent from this lesson will be required to make up the work. They will check the online page to get the assignments. If students know they will be missing a lesson they should notify me as soon as possible, so we can make arrangements, and work to keep to up to date. Students are encouraged to converse with their peers to get help with assignments. For hard copy assignment, which are not online students will be able to briefly stop in upon returning to school to pick up the missed work. They will be allotted three days to complete the given work. For the lessons that they miss, there will be links posted online to re-enforce, or re-teach what was taught that day. Kids who miss class are encouraged to email me with any remaining questions concerning their assignment(s).
Extensions
Type II technology:
Quizlet will be used as the technology in this lesson. Quizlet is an online memorization tool meant for content practice and studying. In this case students will be working in groups of two or three (depending on numbers) to create a Quizlet on properties, solutions, and the order of operations. This is a type two technology because Quizlet has amazing capabilities. It can move things around, present material in cool, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Quizlet technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Quizlets on the topic of properties, order of operations, and solutions.
Gifted Students:
I will give gifted students the opportunity to create their quizzes using more advanced concepts. Students will have to have to solve their own answers while creating their Quizlet so that they can come up with the correct answers. By allowing them to create more advanced questions they will challenge themselves while creating their Quizlets.
Materials, Resources and Technology
List all the items you need for the lesson.
Computers
Calculators
Projector
Library
Quizlet account
Checklist
Venn Diagram (Graphic Organizer)
Partners (Cooperative learning activity)
Contract between partners (contact info, meeting times)
https://www.khanacademy.org/ Students will use Khan Academy for extra instruction of Properties, Order of Operations, and Solutions.
PART II:
Teaching and Learning Sequence(Describe the teaching and learning process using all of the information from part I of the lesson plan)Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
The room will be set up with desks arranged in groups of two, side by side.
Day One: Linear Equations with Properties, Solutions, and Order of Operations (80 Minutes)
Introduction: Overview of class schedule, and intro of lesson (5 minutes)
(Hook): Start class by going outside to work on the assignment, and relate it to the naturalist way of learning. (5 Minutes)
Instructional Period: Present Properties, Solutions, and Order of Operations. Introduce Quizlet project and show instructional video: http://www.youtube.com/watch?v=7H0IszenUNA + discussion time, to check for understanding using Triangular Prism (red, yellow, green) (25 Minutes)
First Class Activity: Student will work with the Partners cooperative learning activity. They will begin getting their ides in writing. They will collaborate and decide what they will incorporate into their Quizlet. (10 Minutes)
Second Class Activity: Students will, in their partners will use the Venn diagram graphic organizer to come up with several problems for their games. They will then decide what is alike and place it in the overlapping area of the Venn diagram. This will be a good way for them to organize their math questions. (30 Minutes)
Task Introduction: Students will be asked to begin exploring Quizlet. Upon arriving to the next class they will each share one thing they learned from exploring the Quizlet technology. Students are asked to write in their journals for this task. (5 Minutes)
Day Two: Quizlets onLinear Equations with Properties, Solutions, and the Order of Operations(80 Minutes)
Introduction: The class will briefly review the task assignment to get everyone thinking about their Quizlets. Students will all share one thing from their journal that they learned from exploring Quizlet. Also during this time the teacher will briefly review properties, solutions, and the order of operations. (20 Minutes)
Work Period: Students will work together to create a Quizlet using properties, order of operations, and solutions. The teacher will roam and help students with question, and give helpful suggestions to each group. (25 Minutes)
Break: Students will take a five-minute break, to socialize and hopefully talk to other piers to compare ideas! The teacher will give students a hint as to collaborate with each other during this time period. (5 Minutes)
Second Work Period: (25 Minutes)
Assignment: Students will finish their Quizlet if they have not already finished. They should be ready to present next class. (5 Minutes)
Day 3: Quizlet Day! (80 Minutes)
Introduction: Q&A: Do you have any questions? How can you make your Quizlet better? More Effective? (10 Minutes)
Work Period: Student will go back into their Quizlet with their partner(s) and critique their work! They will check for grammar, spelling mistakes, and simple math mistakes, and they will attempt to make it even more creative! The teacher will take quick attendance and then roam around to check the progress of each group. The teacher will also provide feedback and constructive ideas for the students. Students will be given the checklist that they will be graded on during this process, for self-assessment. (20 Minutes)
Presentations: Students with present their Quizlets to the class through a gallery walk. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. (40 Minutes)
Feedback: Teacher will briefly address the entire class, then give each group individual feedback, and hand back the group checklist, based on their presentation. (10 Minutes)
The class will be arranged in groups of two. The desks will be placed side-by-side facing the front of the classroom. This will allow for normal instruction, like any other day, but also set allow for an easier transition when groups are formed. Desks will already be in place so the transition time will be far faster. The agenda is pretty simple; it will be made up of three class periods. This first day the teacher will present the lesson on properties, solutions, and the order of operations and create groups using an online group generator. Once in groups the students will watch an intro video on how to use Quizlet, and then they will complete the Partners cooperative learning activity, and Venn diagram worksheet. On the second day students will all share one thing that they learned while exploring Quizlet technology. A short time will be taken to reteach the content from the previous class, to help struggling students further understand the content. They will then work on their projects for the remainder of the period. They will be given a break in the middle of the class period to re motivate themselves. Finally on the third and last day the students will be asked questions from the teacher on what they could have done differently. They will then have twenty minutes to go critique their quizzes, and try to make them more effective! Each group will present their Quizlet during the gallery walk, and the teacher will grade them based on a checklist. To wrap everything up the teacher will provide feedback to each group in the last portion of the class period. Students will understand that using PMDAS (Parentheses, multiplication, division, addition, and subtraction) and other order of operations skills are essential to solving problems. Students will be hooked from going outside, and relating the content to real life.
Where, Why, What, Hook, Tailors:Logical, Verbal, Visual, Intrapersonal, and Interpersonal.
Students will know properties, PMDAS, and solutions. Students will use Partners (Cooperative learning activity) and Venn diagram (Graphic organizer) to start organizing thoughts they have for their Quizlet. As the teacher I will deliver a short and to the point instruction of twenty five minutes. In this time I will be able to effectively cover the needed material. Along the way I will ask question to all my students and they will be actively involved by participating in Triangular Prism (red, yellow, green). Based on the answers I receive, I will be able to retouch on certain things and present them in multiple ways until all my students understand each though process. I will easily be able to check for understanding using triangular prism, and I will be able to do it constantly throughout my instructional period. The content that I will cover is as follows:
Linear Equation:
A linear equation is an equation whose graph is a straight line in the coordinate plane. The equation can be written like y = 5x -4 This was written using the slope-intercept formula which is defined below.
PMDAS (Order of Operations):
Is also know as please excuse my dear aunt sally. This acronym is a popular way to remember these steps. They stand for doing things in a certain order when solving equations. PMDAS stands for:
1. Parentheses
2. Exponents
3. Multiplication
4. Division
5. Addition
6. Subtraction
Properties:
Commutative:
This property states that you can add or subtract things in any certain order, as well as multiply things in any order.
Examples:
Addition/Subtraction 5 + 8 - 4 = 5 - 4 + 8
Multiplication: 5 x 8 x 4 = 4 x 5 x 8
Associative:
This property states that both multiplication and addition can be two numbers at a time. With addition you can group these numbers in any way, and still get the same answer. With multiplication we can group numbers in a product in any way, and still get the same answer.
Examples:
Addition: (5x + 3x) + 8x = 5x + (8x + 3x)
Multiplication: 2x2(3y) = 3y(2x2)
Distributive:
This property occurs when you are dealing with both multiplication and addition. It tells us that if a term is multiplied by other terms within a set of parenthesis, then we need to "distribute" the multiplying term by all the terms within the parenthesis.
Example: 6(5x + 4)= 30x + 24
Solutions: When dealing with variables that are not to the first power, there may be multiple solutions (answers) for that variable.
Example:
x2-5x +6=0 This reduces to (x - 3) and (x - 2) = 0 which gives us the solutions of x = 3, and x = 2
Students will use Partners (Cooperative learning activity) and Venn diagram (Graphic organizer) to start organizing thoughts they have for their Quizlet Student will use these activities to create their Quizlets. Their Quizlet must include the use of properties, the order of operations, and solutions. Students will use triangular prism to answer questions the teacher asks as a quick follow up to the instructional period. Students will hold up a green card if they fully understand, yellow if they are in the middle, and red if they have little to no understanding. Students will then use Quizlet to create a quiz using linear and quadratic equations. Student will spend class time with a partner creating their quizzes. They should be prepared to present their quizzes class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist. Students will be put into random groups by an online group generator. Their names will all be put into the generator, and the process will start. Each name picked will be written on the board until all students are paired. Note: there may be a group of three depending on numbers. Student will share an equal role in the project as stated in the contract they signed as partners. They will both help to come up with ideas, the creation of math problems using properties, order of operations, and solutions, and they will both help to creatively create a quiz on Quizlet. On the third day students will be given the opportunity to rethink, revise, and refine their projects. This will be motivated by a short question and answer period led by the teacher. They will be asked questions like: Do you have any questions? How can you make your Quizlet better? More effective? They will then go back into their projects for twenty minutes and check for errors in their math, spelling, and will also attempt to make their quizzes more attention grabbing and effective!
Students will self-assess during their rethink/ refine stage. They will go down through the checklist that they have been given. They will grade themselves, and add or fix anything that they missed or feel they may improve on. During the gallery walk I will grade them on the same checklist. I will also grade them based on the effort, participation, and quality of their work. At the end of all the presentations I will hand back these checklists along with a small written reflection. They will all receive their grades immediately after all the gallery walk is over. I will address the class overall and then talk to each group that has questions or comments. This will all pertain to their homework because they will be given problems from their book on the exact same material. In the following classes they will be given a pre- quiz, and finally a quiz. This lesson content will combine with other contents, and students will be assessed on multiple lesson contents at the end of the unit.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Linear Equation:
A linear equation is an equation whose graph is a straight line in the coordinate plane. The equation can be written like y = 5x -4 This was written using the slope-intercept formula which is defined below.
PMDAS (Order of Operations):
Is also know as please excuse my dear aunt sally. This acronym is a popular way to remember these steps. They stand for doing things in a certain order when solving equations. PMDAS stands for:
1. Parentheses
2. Exponents
3. Multiplication
4. Division
5. Addition
6. Subtraction
Properties:
Commutative:
This property states that you can add or subtract things in any certain order, as well as multiply things in any order.
Examples:
Addition/Subtraction 5 + 8 - 4 = 5 - 4 + 8
Multiplication: 5 x 8 x 4 = 4 x 5 x 8
Associative:
This property states that both multiplication and addition can be two numbers at a time. With addition you can group these numbers in any way, and still get the same answer. With multiplication we can group numbers in a product in any way, and still get the same answer.
Examples:
Addition: (5x + 3x) + 8x = 5x + (8x + 3x)
Multiplication: 2x2(3y) = 3y(2x2)
Distributive:
This property occurs when you are dealing with both multiplication and addition. It tells us that if a term is multiplied by other terms within a set of parenthesis, then we need to "distribute" the multiplying term by all the terms within the parenthesis.
Example: 6(5x + 4)= 30x + 24
Solutions: When dealing with variables that are not to the first power, there may be multiple solutions (answers) for that variable.
Example:
x2-5x +6=0 This reduces to (x - 3) and (x - 2) = 0 which gives us the solutions of x = 3, and x = 2
Handouts
List the items that need to be printed out for the lesson.
Checklist for Quizlet Project (60 copies)
Venn Diagram graphic organizer (60 copies front and back)
Contract between partners (60 copies)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 –Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The clipboard students in my class will have graphic organizers in order to help the students organize step-by-step their logic and ideas. The class period is clearly planned out on the board so students can see how long we will be doing each thing in class. Students will be given a handout, and a checklist that will provide my expectations. This will help them to understand exactly what they are to do.
Microscope: The microscopes in my class will be able to have in depth conversations while they create math problems using properties, order of operations, and solutions. They will be able to solve problems alike in their textbooks, which will further expand their understandings.
Puppy: For my puppy student I will ensure that they are working with a student that will be supportive and easy going. This will help them feel like they are working and learning in a fun, and safe environment. These students will be able to collaborate with their partners and other peers in the classroom. The students will have multiple chances to meet with me and talk about the project.
Beach Ball: For my beach ball learners I will provide them with options, and let them use whatever tools they feel will help them complete the project. Students will be placed with another student who will likely motivate and interest their partner while using Quizlet technology. They will be able to present one section of their quiz if they desire and present the rest to the teacher at another time. All the beach ball learners will participate in cooperative learning activities, and graphic organizers with their partners. Here they will be heard, and they will feel as if they can speak freely.
Rationale: Students will be able to experience a variety of learning styles in this project. Students and the teacher will realize how other students need information, or even that some students require a higher comfort level. This will allow for a judge free, respectful classroom for all students so that they can reach their highest abilities.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth,to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Section I – checking for understanding during instruction
Students will participate in Triangular Prism (Red, Yellow, Green). The teacher will ask questions, and the students will give feedback by displaying the color that corresponds to their level of understanding.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Quizlet to create a quiz using linear and quadratic equations with the order of operations, identities, and solution. Student will spend class time with a partner creating their quizzes. They should be prepared to present their quizzes next class. The teacher will roam the classroom providing answers to questions and helping students with their Quizlets. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist.
Summative:
Quizlet: Students will be learning the about identity properties and solutions. With this students will be taking notes and brainstorming questions that they believe are more important than other information. A Quizlet is an online quiz that you can create. In groups of two, or three students will create a Quizlet, They will use this technology to ask questions that relate to identities, and solutions. They will have a few required questions given to them, and will also be required to come up with ten of their own. Eventually, each group will take each quiz created by each group. This will allow for extra practice. Note: You will only be graded on your Quizlet creation. This will help students to better understand the concepts because they will have to think of compelling questions that will use the information they have learned. (40 points)
Rationale:
This lesson uses a variety of assessments that are not just pencil and paper quizzes or tests. Students will feel like they are actually learning the material in a fun and interesting way. They will not be forced to memorize facts of information, instead these methods will allow student to learn the material in a more interesting way, and they will be able to apply it outside of the classroom.
Standard 7-Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
See Content Notes
MLR or CCSS:
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Facet: Interpretation
Rationale:
This lesson is geared to get students interested in the material at hand. By creating a quiz and using technology they will have fun while learning. They will realize that the order of operations, properties, and solutions can be grasped easily! They will also explore multiple other resources aside from the teacher. With these resources they will hopefully gain a more enduring understanding. In the end student should effectively be able to explain every detail concerning the uses on PMDAS, properties, and solutions.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal:Students will verbally collaborate with their teams to come up with questions that apply to identities and solutions, so they can use them on the Quizlet they have to create.
Logic: Students will be forced to think of clear, descriptive questions that have a clear and concise answer. The questions they come up with can come from a mixture of topics that involve solutions, or identities.
Visual: Students will create a visual quiz on Quizlet; here they will make flashcards on Identities, and Solutions. The front side will contain the questions and the backside the answer.
Kinthestic: Students will one by one physically categorize flashcard the teacher made. They will work one on one with the teacher. First they will answer the question, and secondly they will create a pile for solutions, and a separate pile for identities.
Intrapersonal: Students will individually take the other four quizzes that the other groups made. This will serve as extra practice on solutions, and identities.
Interpersonal: Students will use a Venn diagram and Partners to brainstorm questions on identities, and solutions that they will compare to another group of partners. Two groups will join together into a group of four, and finalize there set of questions together.
Type II Technology:
Quizlet will be used as the technology in this lesson. Quizlet is an online memorization tool meant for content practice and studying. In this case students will be working in groups of two or three (depending on numbers) to create a Quizlet on properties, solutions, and the order of operations. This is a type two technology because Quizlet has amazing capabilities. It can move things around, present material in cool, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Quizlet technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Quizlets on the topic of properties, order of operations, and solutions.
Rationale:
This lesson was designed in such a way where differentiation can be used, to fit the needs of all students. All Multiple Intelligences were kept in mind during the process, and resources are provided for the students. During this lesson students will be able to work their strong intelligences as well as work on some of their weaker ones. They will also be able to use the technology, and multiple resources to the advantage of helping them to reach a higher, more enjoyable learning level.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Students will be working with Quizlet in order to create a new way to make a quizzes fun and exciting. Students can use this technology to share information with their peers while working. The lesson is geared to the fact that students will be working together in order to understand the information. Two brains are better than one. This will help the overall learning and progress of the students. Students will also be learning the content material through repetition, and applying that knowledge when using Quizlet.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
Students will be using Quizlet as a way to explore new intelligences and build further on their stronger intelligences. Students will have opportunities to relate information to their learning style of choice, whether it is interpersonal, intrapersonal, visual, or even logic. They will have opportunities to work in groups, and individually. A number of tasks and activities will be given to the students to help them understand the information. They will be able to practice, use graphic organizers, checklists, cooperative learning activities, and will have multiple chances to meet with the teacher and collaborate with their peers. They will have a final product that they will present to the class, which will show whether or not the student has mastered the material.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Potter Lesson #2: Facet: Interpretation
Grade Level: Freshmen Numbers of Days: 3
Topic: Creating equations in one variable, and inequalities, and use them to solve problems.
PART I:
Objectives
Student will understand that
Students will understand that using PMDAS (Parentheses, multiplication, division, addition, and subtraction) and other order of operations skills are essential to solving problems.
Student will know
Students will know Identities, and Solution.
Student will be able to do
Students will be able to critique their order of operations, to eliminate common mistakes.
Product: Quizlet
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Rationale:
Student will meet this standard by applying real world applications. With these applications they will create equations and inequalities, and solve them.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will participate in Triangular Prism (Red, Yellow, Green). The teacher will ask questions, and the students will give feedback by displaying the color that corresponds to their level of understanding.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Quizlet to create a quiz using linear and quadratic equations with the order of operations, identities, and solution. Student will spend class time with a partner creating their quizzes. They should be prepared to present their quizzes next class. The teacher will roam the classroom providing answers to questions and helping students with their Quizlets. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist.
Summative (Assessment of Learning):
Quizlet: Students will be learning the about identity properties and solutions. With this students will be taking notes and brainstorming questions that they believe are more important than other information. A Quizlet is an online quiz that you can create. In groups of two, or three students will create a Quizlet, They will use this technology to ask questions that relate to identities, and solutions. They will have a few required questions given to them, and will also be required to come up with ten of their own. Eventually, each group will take each quiz created by each group. This will allow for extra practice. Note: You will only be graded on your Quizlet creation. This will help students to better understand the concepts because they will have to think of compelling questions that will use the information they have learned. (40 points)
Integration
Technology:
Quizlet will be used as the technology in this lesson. Quizlet is an online memorization tool meant for content practice and studying. In this case students will be working in groups of two or three (depending on numbers) to create a Quizlet on properties, solutions, and the order of operations.
Content Areas:
English: Students will use English to create their Quizlet. They will have to incorporate certain math vocabulary, and may have to use a dictionary to find definitions.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will know properties, PMDAS, and solutions. Students will use Partners (Cooperative learning activity) and Venn diagram (Graphic organizer) to start organizing thoughts they have for their Quizlet.
Section II – Groups and Roles for Product
Student will use Partners (Cooperative learning activity) and Venn diagram (Graphic organizer) to start organizing thoughts they have for their Quizlet. Their Quizlet must include the use of properties, order of operations, and solutions. Students will be put into random groups by an online group generator. Their names will all be put into the generator, and the process will start. Each name picked will be written on the board until all students are paired. Note: there may be a group of three depending on numbers.
Differentiated Instruction
MI Strategies
Verbal:Students will verbally collaborate with their teams to come up with questions that apply to identities and solutions, so they can use them on the Quizlet they have to create.
Logic: Students will be forced to think of clear, descriptive questions that have a clear and concise answer. The questions they come up with can come from a mixture of topics that involve solutions, or identities.
Visual: Students will create a visual quiz on Quizlet; here they will make flashcards on Identities, and Solutions. The front side will contain the questions and the backside the answer.
Kinthestic: Students will one by one physically categorize flashcard the teacher made. They will work one on one with the teacher. First they will answer the question, and secondly they will create a pile for solutions, and a separate pile for identities.
Intrapersonal: Students will individually take the other four quizzes that the other groups made. This will serve as extra practice on solutions, and identities.
Interpersonal: Students will use a Venn diagram and Partners to brainstorm questions on identities, and solutions that they will compare to another group of partners. Two groups will join together into a group of four, and finalize there set of questions together.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Student who are absent from this lesson will be required to make up the work. They will check the online page to get the assignments. If students know they will be missing a lesson they should notify me as soon as possible, so we can make arrangements, and work to keep to up to date. Students are encouraged to converse with their peers to get help with assignments. For hard copy assignment, which are not online students will be able to briefly stop in upon returning to school to pick up the missed work. They will be allotted three days to complete the given work. For the lessons that they miss, there will be links posted online to re-enforce, or re-teach what was taught that day. Kids who miss class are encouraged to email me with any remaining questions concerning their assignment(s).
Extensions
Type II technology:
Quizlet will be used as the technology in this lesson. Quizlet is an online memorization tool meant for content practice and studying. In this case students will be working in groups of two or three (depending on numbers) to create a Quizlet on properties, solutions, and the order of operations. This is a type two technology because Quizlet has amazing capabilities. It can move things around, present material in cool, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Quizlet technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Quizlets on the topic of properties, order of operations, and solutions.
Gifted Students:
I will give gifted students the opportunity to create their quizzes using more advanced concepts. Students will have to have to solve their own answers while creating their Quizlet so that they can come up with the correct answers. By allowing them to create more advanced questions they will challenge themselves while creating their Quizlets.
Materials, Resources and Technology
List all the items you need for the lesson.
Computers
Calculators
Projector
Library
Quizlet account
Checklist
Venn Diagram (Graphic Organizer)
Partners (Cooperative learning activity)
Contract between partners (contact info, meeting times)
Source for Lesson Plan and Research
List all URL and describe.
http://quizlet.com/ Students will use Quizlet to create their quizzes.
http://www.youtube.com/watch?v=7H0IszenUNA Students will watch this tutorial for assistance on how to create their Quizlet.
http://www.eduplace.com/graphicorganizer/pdf/venn.pdf Students will refer to this link for the Venn Diagram Graphic Organizer.
https://www.khanacademy.org/ Students will use Khan Academy for extra instruction of Properties, Order of Operations, and Solutions.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
The room will be set up with desks arranged in groups of two, side by side.
Day One: Linear Equations with Properties, Solutions, and Order of Operations (80 Minutes)
Introduction: Overview of class schedule, and intro of lesson (5 minutes)
(Hook): Start class by going outside to work on the assignment, and relate it to the naturalist way of learning. (5 Minutes)
Instructional Period: Present Properties, Solutions, and Order of Operations. Introduce Quizlet project and show instructional video: http://www.youtube.com/watch?v=7H0IszenUNA + discussion time, to check for understanding using Triangular Prism (red, yellow, green) (25 Minutes)
First Class Activity: Student will work with the Partners cooperative learning activity. They will begin getting their ides in writing. They will collaborate and decide what they will incorporate into their Quizlet. (10 Minutes)
Second Class Activity: Students will, in their partners will use the Venn diagram graphic organizer to come up with several problems for their games. They will then decide what is alike and place it in the overlapping area of the Venn diagram. This will be a good way for them to organize their math questions. (30 Minutes)
Task Introduction: Students will be asked to begin exploring Quizlet. Upon arriving to the next class they will each share one thing they learned from exploring the Quizlet technology. Students are asked to write in their journals for this task. (5 Minutes)
Day Two: Quizlets on Linear Equations with Properties, Solutions, and the Order of Operations(80 Minutes)
Introduction: The class will briefly review the task assignment to get everyone thinking about their Quizlets. Students will all share one thing from their journal that they learned from exploring Quizlet. Also during this time the teacher will briefly review properties, solutions, and the order of operations. (20 Minutes)
Work Period: Students will work together to create a Quizlet using properties, order of operations, and solutions. The teacher will roam and help students with question, and give helpful suggestions to each group. (25 Minutes)
Break: Students will take a five-minute break, to socialize and hopefully talk to other piers to compare ideas! The teacher will give students a hint as to collaborate with each other during this time period. (5 Minutes)
Second Work Period: (25 Minutes)
Assignment: Students will finish their Quizlet if they have not already finished. They should be ready to present next class. (5 Minutes)
Day 3: Quizlet Day! (80 Minutes)
Introduction: Q&A: Do you have any questions? How can you make your Quizlet better? More Effective? (10 Minutes)
Work Period: Student will go back into their Quizlet with their partner(s) and critique their work! They will check for grammar, spelling mistakes, and simple math mistakes, and they will attempt to make it even more creative! The teacher will take quick attendance and then roam around to check the progress of each group. The teacher will also provide feedback and constructive ideas for the students. Students will be given the checklist that they will be graded on during this process, for self-assessment. (20 Minutes)
Presentations: Students with present their Quizlets to the class through a gallery walk. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. (40 Minutes)
Feedback: Teacher will briefly address the entire class, then give each group individual feedback, and hand back the group checklist, based on their presentation. (10 Minutes)
The class will be arranged in groups of two. The desks will be placed side-by-side facing the front of the classroom. This will allow for normal instruction, like any other day, but also set allow for an easier transition when groups are formed. Desks will already be in place so the transition time will be far faster. The agenda is pretty simple; it will be made up of three class periods. This first day the teacher will present the lesson on properties, solutions, and the order of operations and create groups using an online group generator. Once in groups the students will watch an intro video on how to use Quizlet, and then they will complete the Partners cooperative learning activity, and Venn diagram worksheet. On the second day students will all share one thing that they learned while exploring Quizlet technology. A short time will be taken to reteach the content from the previous class, to help struggling students further understand the content. They will then work on their projects for the remainder of the period. They will be given a break in the middle of the class period to re motivate themselves. Finally on the third and last day the students will be asked questions from the teacher on what they could have done differently. They will then have twenty minutes to go critique their quizzes, and try to make them more effective! Each group will present their Quizlet during the gallery walk, and the teacher will grade them based on a checklist. To wrap everything up the teacher will provide feedback to each group in the last portion of the class period. Students will understand that using PMDAS (Parentheses, multiplication, division, addition, and subtraction) and other order of operations skills are essential to solving problems. Students will be hooked from going outside, and relating the content to real life.
Where, Why, What, Hook, Tailors: Logical, Verbal, Visual, Intrapersonal, and Interpersonal.
Students will know properties, PMDAS, and solutions. Students will use Partners (Cooperative learning activity) and Venn diagram (Graphic organizer) to start organizing thoughts they have for their Quizlet. As the teacher I will deliver a short and to the point instruction of twenty five minutes. In this time I will be able to effectively cover the needed material. Along the way I will ask question to all my students and they will be actively involved by participating in Triangular Prism (red, yellow, green). Based on the answers I receive, I will be able to retouch on certain things and present them in multiple ways until all my students understand each though process. I will easily be able to check for understanding using triangular prism, and I will be able to do it constantly throughout my instructional period. The content that I will cover is as follows:
Linear Equation:
A linear equation is an equation whose graph is a straight line in the coordinate plane. The equation can be written like y = 5x -4 This was written using the slope-intercept formula which is defined below.
PMDAS (Order of Operations):
Is also know as please excuse my dear aunt sally. This acronym is a popular way to remember these steps. They stand for doing things in a certain order when solving equations. PMDAS stands for:
1. Parentheses
2. Exponents
3. Multiplication
4. Division
5. Addition
6. Subtraction
Properties:
Commutative:
This property states that you can add or subtract things in any certain order, as well as multiply things in any order.
Examples:
Addition/Subtraction 5 + 8 - 4 = 5 - 4 + 8
Multiplication: 5 x 8 x 4 = 4 x 5 x 8
Associative:
This property states that both multiplication and addition can be two numbers at a time. With addition you can group these numbers in any way, and still get the same answer. With multiplication we can group numbers in a product in any way, and still get the same answer.
Examples:
Addition: (5x + 3x) + 8x = 5x + (8x + 3x)
Multiplication: 2x2(3y) = 3y(2x2)
Distributive:
This property occurs when you are dealing with both multiplication and addition. It tells us that if a term is multiplied by other terms within a set of parenthesis, then we need to "distribute" the multiplying term by all the terms within the parenthesis.
Example: 6(5x + 4)= 30x + 24
Solutions: When dealing with variables that are not to the first power, there may be multiple solutions (answers) for that variable.
Example:
x2-5x +6=0 This reduces to (x - 3) and (x - 2) = 0 which gives us the solutions of x = 3, and x = 2
Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal, Verbal, Visual, Logical
Students will use Partners (Cooperative learning activity) and Venn diagram (Graphic organizer) to start organizing thoughts they have for their Quizlet Student will use these activities to create their Quizlets. Their Quizlet must include the use of properties, the order of operations, and solutions. Students will use triangular prism to answer questions the teacher asks as a quick follow up to the instructional period. Students will hold up a green card if they fully understand, yellow if they are in the middle, and red if they have little to no understanding. Students will then use Quizlet to create a quiz using linear and quadratic equations. Student will spend class time with a partner creating their quizzes. They should be prepared to present their quizzes class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist. Students will be put into random groups by an online group generator. Their names will all be put into the generator, and the process will start. Each name picked will be written on the board until all students are paired. Note: there may be a group of three depending on numbers. Student will share an equal role in the project as stated in the contract they signed as partners. They will both help to come up with ideas, the creation of math problems using properties, order of operations, and solutions, and they will both help to creatively create a quiz on Quizlet. On the third day students will be given the opportunity to rethink, revise, and refine their projects. This will be motivated by a short question and answer period led by the teacher. They will be asked questions like: Do you have any questions? How can you make your Quizlet better? More effective? They will then go back into their projects for twenty minutes and check for errors in their math, spelling, and will also attempt to make their quizzes more attention grabbing and effective!
Explore, Experience, Revise, Rethink, Refine, Tailors: Verbal, Logical/Mathematical, Visual, Musical, Kinesthetic, Intrapersonal, Interpersonal, and Naturalist.
Students will self-assess during their rethink/ refine stage. They will go down through the checklist that they have been given. They will grade themselves, and add or fix anything that they missed or feel they may improve on. During the gallery walk I will grade them on the same checklist. I will also grade them based on the effort, participation, and quality of their work. At the end of all the presentations I will hand back these checklists along with a small written reflection. They will all receive their grades immediately after all the gallery walk is over. I will address the class overall and then talk to each group that has questions or comments. This will all pertain to their homework because they will be given problems from their book on the exact same material. In the following classes they will be given a pre- quiz, and finally a quiz. This lesson content will combine with other contents, and students will be assessed on multiple lesson contents at the end of the unit.
Evaluate, Tailors: Verbal, Interpersonal, Intrapersonal, Logical
Content Notes
Students will know…..
Linear Equations
PMDAS (Order of Operations)
Properties
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Linear Equation:
A linear equation is an equation whose graph is a straight line in the coordinate plane. The equation can be written like y = 5x -4 This was written using the slope-intercept formula which is defined below.
PMDAS (Order of Operations):
Is also know as please excuse my dear aunt sally. This acronym is a popular way to remember these steps. They stand for doing things in a certain order when solving equations. PMDAS stands for:
1. Parentheses
2. Exponents
3. Multiplication
4. Division
5. Addition
6. Subtraction
Properties:
Commutative:
This property states that you can add or subtract things in any certain order, as well as multiply things in any order.
Examples:
Addition/Subtraction 5 + 8 - 4 = 5 - 4 + 8
Multiplication: 5 x 8 x 4 = 4 x 5 x 8
Associative:
This property states that both multiplication and addition can be two numbers at a time. With addition you can group these numbers in any way, and still get the same answer. With multiplication we can group numbers in a product in any way, and still get the same answer.
Examples:
Addition: (5x + 3x) + 8x = 5x + (8x + 3x)
Multiplication: 2x2(3y) = 3y(2x2)
Distributive:
This property occurs when you are dealing with both multiplication and addition. It tells us that if a term is multiplied by other terms within a set of parenthesis, then we need to "distribute" the multiplying term by all the terms within the parenthesis.
Example: 6(5x + 4)= 30x + 24
Solutions: When dealing with variables that are not to the first power, there may be multiple solutions (answers) for that variable.
Example:
x2-5x +6=0 This reduces to (x - 3) and (x - 2) = 0 which gives us the solutions of x = 3, and x = 2
Handouts
List the items that need to be printed out for the lesson.
Checklist for Quizlet Project (60 copies)
Venn Diagram graphic organizer (60 copies front and back)
Contract between partners (60 copies)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The clipboard students in my class will have graphic organizers in order to help the students organize step-by-step their logic and ideas. The class period is clearly planned out on the board so students can see how long we will be doing each thing in class. Students will be given a handout, and a checklist that will provide my expectations. This will help them to understand exactly what they are to do.
Microscope: The microscopes in my class will be able to have in depth conversations while they create math problems using properties, order of operations, and solutions. They will be able to solve problems alike in their textbooks, which will further expand their understandings.
Puppy: For my puppy student I will ensure that they are working with a student that will be supportive and easy going. This will help them feel like they are working and learning in a fun, and safe environment. These students will be able to collaborate with their partners and other peers in the classroom. The students will have multiple chances to meet with me and talk about the project.
Beach Ball: For my beach ball learners I will provide them with options, and let them use whatever tools they feel will help them complete the project. Students will be placed with another student who will likely motivate and interest their partner while using Quizlet technology. They will be able to present one section of their quiz if they desire and present the rest to the teacher at another time. All the beach ball learners will participate in cooperative learning activities, and graphic organizers with their partners. Here they will be heard, and they will feel as if they can speak freely.
Rationale: Students will be able to experience a variety of learning styles in this project. Students and the teacher will realize how other students need information, or even that some students require a higher comfort level. This will allow for a judge free, respectful classroom for all students so that they can reach their highest abilities.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Section I – checking for understanding during instruction
Students will participate in Triangular Prism (Red, Yellow, Green). The teacher will ask questions, and the students will give feedback by displaying the color that corresponds to their level of understanding.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Quizlet to create a quiz using linear and quadratic equations with the order of operations, identities, and solution. Student will spend class time with a partner creating their quizzes. They should be prepared to present their quizzes next class. The teacher will roam the classroom providing answers to questions and helping students with their Quizlets. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist.
Summative:
Quizlet: Students will be learning the about identity properties and solutions. With this students will be taking notes and brainstorming questions that they believe are more important than other information. A Quizlet is an online quiz that you can create. In groups of two, or three students will create a Quizlet, They will use this technology to ask questions that relate to identities, and solutions. They will have a few required questions given to them, and will also be required to come up with ten of their own. Eventually, each group will take each quiz created by each group. This will allow for extra practice. Note: You will only be graded on your Quizlet creation. This will help students to better understand the concepts because they will have to think of compelling questions that will use the information they have learned. (40 points)
Rationale:
This lesson uses a variety of assessments that are not just pencil and paper quizzes or tests. Students will feel like they are actually learning the material in a fun and interesting way. They will not be forced to memorize facts of information, instead these methods will allow student to learn the material in a more interesting way, and they will be able to apply it outside of the classroom.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
See Content Notes
MLR or CCSS:
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Facet: Interpretation
Rationale:
This lesson is geared to get students interested in the material at hand. By creating a quiz and using technology they will have fun while learning. They will realize that the order of operations, properties, and solutions can be grasped easily! They will also explore multiple other resources aside from the teacher. With these resources they will hopefully gain a more enduring understanding. In the end student should effectively be able to explain every detail concerning the uses on PMDAS, properties, and solutions.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal:Students will verbally collaborate with their teams to come up with questions that apply to identities and solutions, so they can use them on the Quizlet they have to create.
Logic: Students will be forced to think of clear, descriptive questions that have a clear and concise answer. The questions they come up with can come from a mixture of topics that involve solutions, or identities.
Visual: Students will create a visual quiz on Quizlet; here they will make flashcards on Identities, and Solutions. The front side will contain the questions and the backside the answer.
Kinthestic: Students will one by one physically categorize flashcard the teacher made. They will work one on one with the teacher. First they will answer the question, and secondly they will create a pile for solutions, and a separate pile for identities.
Intrapersonal: Students will individually take the other four quizzes that the other groups made. This will serve as extra practice on solutions, and identities.
Interpersonal: Students will use a Venn diagram and Partners to brainstorm questions on identities, and solutions that they will compare to another group of partners. Two groups will join together into a group of four, and finalize there set of questions together.
Type II Technology:
Quizlet will be used as the technology in this lesson. Quizlet is an online memorization tool meant for content practice and studying. In this case students will be working in groups of two or three (depending on numbers) to create a Quizlet on properties, solutions, and the order of operations. This is a type two technology because Quizlet has amazing capabilities. It can move things around, present material in cool, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Quizlet technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Quizlets on the topic of properties, order of operations, and solutions.
Rationale:
This lesson was designed in such a way where differentiation can be used, to fit the needs of all students. All Multiple Intelligences were kept in mind during the process, and resources are provided for the students. During this lesson students will be able to work their strong intelligences as well as work on some of their weaker ones. They will also be able to use the technology, and multiple resources to the advantage of helping them to reach a higher, more enjoyable learning level.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Students will be working with Quizlet in order to create a new way to make a quizzes fun and exciting. Students can use this technology to share information with their peers while working. The lesson is geared to the fact that students will be working together in order to understand the information. Two brains are better than one. This will help the overall learning and progress of the students. Students will also be learning the content material through repetition, and applying that knowledge when using Quizlet.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
Students will be using Quizlet as a way to explore new intelligences and build further on their stronger intelligences. Students will have opportunities to relate information to their learning style of choice, whether it is interpersonal, intrapersonal, visual, or even logic. They will have opportunities to work in groups, and individually. A number of tasks and activities will be given to the students to help them understand the information. They will be able to practice, use graphic organizers, checklists, cooperative learning activities, and will have multiple chances to meet with the teacher and collaborate with their peers. They will have a final product that they will present to the class, which will show whether or not the student has mastered the material.